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Week 3 Earth Science FINAL

The document contains a two-day lesson plan about continental drift theory and seafloor spreading. Day 1 involves defining continental drift, discussing evidence that supports the theory, and explaining how continental drift and seafloor spreading occur. Students will participate in group activities to demonstrate these concepts. Day 2 focuses on the development of continental drift theory over time, the process of seafloor spreading, and citing additional evidence of continental plate movement. Both days involve presentations, class discussion, and a short multiple choice assessment. The assignment is to research hazards associated with earthquakes, volcanic eruptions, and landslides.

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Michael Deliva
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460 views4 pages

Week 3 Earth Science FINAL

The document contains a two-day lesson plan about continental drift theory and seafloor spreading. Day 1 involves defining continental drift, discussing evidence that supports the theory, and explaining how continental drift and seafloor spreading occur. Students will participate in group activities to demonstrate these concepts. Day 2 focuses on the development of continental drift theory over time, the process of seafloor spreading, and citing additional evidence of continental plate movement. Both days involve presentations, class discussion, and a short multiple choice assessment. The assignment is to research hazards associated with earthquakes, volcanic eruptions, and landslides.

Uploaded by

Michael Deliva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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WEEK 5 Lesson Plan in Earth and Life Sciences

October 10-11, 2022


I. Objectives
At the end of the lesson, the student will be able to
A. Define stress
B. Differentiate the types of stress rocks undergo
C. Explain how rocks behave on different types of stress

II. Subject Matter


Topic: Earth’s materials and processes (Endogenic processes)
Reference: Earth and Life Sciences Senior High School Book by Rex Bookstore

Instructional Materials: short video clip of the topic, DLP, net book, chalkboard and
drawings/images

III. Procedure
1. Motivation: Teacher will show pictures (breaking of rocks in different stress applied) and ask what they
observed on the picture shown.

2. Presentation: The teacher will:


 Define what is stress
 Enumerate the type of stress and discuss each type
 Shows picture on how each type of stress applied to rocks
 Describe the behavior of rocks on the different types of stress

Group Activity: Class is group into 3 and given each group a different topic to discuss on
Group 1: Using the box given, demonstrate how the three types of stress occur in rocks.
Group 2: Explain how rocks behave if each type of stress is applied.
Group 3: Distribute 3-4 starburst candies to each student, along with a small piece of wax paper.
Instruct the students to unwrap the candies, but do not eat them! Begin by pointing out how each
candy has its own distinct shape and color. Using the wax paper to avoid getting the candies stuck to
the desk, instruct the students to stack their candies, and then to squeeze them together as hard as they
can. Write your observation and relate it to the topic discuss.
 Checking of Group Presentation
Use the RUBRICS in grading the presentation.
5 3 1 Total
Accuracy Task was done accurately. Task was done Task was not done
but has some accurately.
errors.
Timeliness Task was accomplish at Task was done Task was not done at all.
given time beyond the
given time

F. Application and Generalization


Let the learners ask questions for clarification and ask them how important is knowing our lesson in
day to day basis through this guided questions
Guided Questions:
1. What is stress?
2. What are the different types of stress?
3. How do rocks behave if it undergoes stress?
4. How useful is our lesson today in your day to day basis?
G. EVALUATION
Give a five items multiple choice assessment.

1. It is the pressure applied to rocks


a. stress b. force c. water d. earthquake
2. A type of stress occurs at transform boundaries.
a. tension b. compression c. shear d. force
3. A type of stress occurs at convergent boundaries.
a. tension b. compression c. shear d. force
4. A type of stress occurs at divergent boundaries
a. tension b. compression c. shear d. force
5. How does compression stress occur?
a. When two rocks are being squeezed.
b. When two rocks are pull apart
c. When two rocks slides past each other
d. When two rocks bounces.

H. Assignment
Research about continental drift theory and seafloor spreading.

Prepared by:

Michael C. Deliva
Teacher
WEEK 5 Lesson Plan in Earth and Life Sciences

October 12, 2022


I. Objectives
At the end of the lesson, the student will be able to
A. Discuss what is continental drift theory and seafloor spreading
B. Enumerate evidences of continental drift theory
C. Explain how continental drift and seafloor spreading happens

II. Subject Matter


Topic: Earth’s materials and processes (Deformation of the crust)
Reference: Earth and Life Sciences Senior High School Book by Rex Bookstore

Instructional Materials: short video clip of the topic, DLP, net book, chalkboard and
drawings/images

III. Procedure
1. Motivation: Teacher will show picture (Pangaea and seafloor spreading) and ask if they have an idea of
the picture shown.

2. Presentation: The teacher will:


 Discuss how continental drift theory was developed through history.
 Explain how continental drift occurs
 Define seafloor spreading
 Explain the process of seafloor spreading
 Cite evidences on continental drift theory
 Present pictures on every topic discuss
Group Activity: Class is group into 3 and given each group a different topic to discuss on
Group 1: Using the old newspaper or magazine given, let one of your groupmate tear or cut into
smaller pieces in random shape, then try to fit the pieces together using tape to connect the pieces.
Answer the guided questions given.
1. What features of the newspaper or magazine help you to connect the pieces perfectly?
2. How does this activity relate to the development of continental drift theory?
Group 2: Explain the process of seafloor spreading
Group 3: How would you support it as evidence (plant and animal fossil) that continental drift theory
exist?
 Checking of Group Presentation

Use the RUBRICS in grading the presentation.


5 3 1 Total
Accuracy Task was done accurately. Task was done Task was not done
but has some accurately.
errors.
Timeliness Task was accomplish at Task was done Task was not done at all.
given time beyond the
given time

F. Application and Generalization


Let the learners ask questions for clarification and ask them how important is knowing our lesson in
day to day basis through this guided questions
Guided Questions:
1. What is continental drift?
2. What other evidences that you can give to support continental drift theory?
3. What is seafloor spreading?
4. How do seafloor spreading occurs?
5. What do you think is/are the importance that why do we need to study the continental drift theory?

G. EVALUATION
Give a five items multiple choice assessment.
1. The supercontinent from Wegener’s theory of continental drift is called
A. Laurasia
B. Pangaea
C. Eurasia
D. North America
2. What is the name of Alfred Wegener’s hypothesis about moving landmasses?
A. Continental movement
B. Continental drift
C. Seafloor spreading
D. Plate tectonics
3. The theory of continental drift was first proposed by
A. Alfred Wallace B. Con Wallace C. Alfred Wegener D. Rad Wallace
4. Pangaea is a Greek word that means
A. Conduction B. Red Earth C. Entire Earth D. Super Earth
5. A theory which states that oceanic crust forms along submarine mountain zones, known collectively as
the mid ocean ridge system.
A. Continental Drift Theory
B. Seafloor Spreading Theory
C. Big Bang Theory
D. Wallace Theory of Existence

H. ASSIGNMENT
Research about hazards that happens in Earthquakes, Volcanic eruption and Landslide

October 13, 2022


Day 4: Weekly Test

Prepared by:

Michael C. Deliva
Teacher

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